Working Women on the Homefront: World War II
Grade 10: Canadian History Since World War I
Overview
All of the Archives of Ontario lesson plans have two
components:

The first component introduces students to the
concept of an archive and why the Archives of
Ontario is an important resource for learning history

The second component is content-based and
focuses on the critical exploration of a historical
topic that fits with the Ontario History and Social
Studies Curriculum for grades 3 to 12. This plan is
specifically designed to align with the Grade 10:
Canadian History Since World War I curricula.
We have provided archival material and an activity for you to do in your classroom. You
can do these lessons as outlined or modify them to suit your needs. Feedback or
suggestions for other lesson plans are welcome.
In this plan, students will work in jigsaw groups to explore four different areas of
women’s lives working at a World War II factory and then explore the role of bias in
using primary sources.
Curriculum Connections
Overall Expectations – Academic (CHC2D)
Communities: Local, National, and Global
- explain how local, national, and global influences have helped shape Canadian
identity;
- analyse the impact of external forces and events on Canada and its policies
since 1914;
- assess Canada’s participation in war and contributions to peacekeeping and
security.
Change and Continuity
- analyse changing demographic patterns and their impact on Canadian society
since 1914.
Citizenship and Heritage
- assess how individual Canadians have contributed to the development of
Canada and the country’s emerging sense of identity.
Social, Economic, and Political Structures
- analyse how changing economic and social conditions have affected Canadians
since 1914.
Methods of Historical Inquiry and Communication
- formulate questions on topics and issues in the history of Canada since 1914,
and use appropriate methods of historical research to locate, gather, evaluate,
and organize relevant information from a variety of sources.
- interpret and analyse information gathered through research, employing
concepts and approaches appropriate to historical inquiry.
- communicate the results of historical inquiries, using appropriate terms and
concepts and a variety of forms of communication.
Overall Expectations – Applied (CHC2P)
Communities: Local, National, and Global
- describe some of the major local, national, and global forces and events that
have influenced Canada’s policies and Canadian identity since 1914;
- evaluate Canada’s participation in war and contributions to peacekeeping and
security.
Change and Continuity
- explain some major ways in which Canada’s population has changed since 1914.
Citizenship and Heritage
- describe how individual Canadians have contributed to the development of
Canada and its emerging sense of identity.
Social, Economic, and Political Structures
- explain changing economic conditions and patterns and how they have affected
Canadians.
Methods of Historical Inquiry and Communication
- formulate questions on topics and issues in the history of Canada since 1914,
and use appropriate methods of historical research to locate, gather, evaluate,
and organize relevant information from a variety of sources;
- interpret and analyse information gathered through research, employing
concepts and approaches appropriate to historical inquiry;
- communicate the results of historical inquiries, using appropriate terms and
concepts and a variety of forms of communication.
Getting Organized
To prepare for this lesson, you can:
 Make overheads or create a PowerPoint with the introductory information found
on: Overhead 1: Exploration Through the Archives and Overhead 2:
Research Question
 Print out and make individual copies of Student Worksheet: Working Women:
Expert Group Notes, Student Worksheet: Working Women: Home Group
Notes, and Student Handout: Working Women – Rethinking sources
 Print out and make one copy of all the primary sources and organize them into
Expert Group work stations
2
Lesson Plan
 Begin by introducing the concept of an archive and how it can help answer research
questions related to history. See Overhead 1: Exploration Through the Archives
to introduce this to your students and the following text to prepare yourself:
Over the course of a lifetime, most people accumulate a variety of records. It
starts with a birth certificate and expands into awards, bank statements, receipts,
letters, photographs – anything that documents important events and
relationships in one’s life. These records comprise an individual’s personal
archives. Governments, businesses, schools, associations and organizations of
all types do the same, keeping records as evidence of their activities and
accomplishments.
These documents provide a fascinating view into the past. Like a detective
investigating a case, a researcher using these records can get a sense of what a
place looked like, what people were thinking, what life was like, and what
happened and why. Anyone with an interest in the past, whether it is delving into
local history, tracing a family tree, or probing decisions and events, will find
answers in archives.
Some examples are:
- letters, manuscripts, diaries often from famous people
- notes or recordings of interviews
- photographs, sketches and paintings
- birth, death and marriage records
- land registries, titles to property, and maps
- court records
- architectural plans and engineering drawings
- audio, video and film records
Archives are important resources for answering our questions about the past.
Records may be used to settle legal claims, they may clarify family history, they
are grist for historians, and they impart to filmmakers and authors a sense of the
ways things were. Whatever the reason, archives have a story to tell.
The first step is to identify your research question and what you are hoping to
find in the Archives to provide support to that question.

Following this introduction, use Overhead 2: Research Question to introduce the
lesson’s research question:
What was the work experiences like for
women working in factories during World War II?
What image of working women did the company
want to portray during World War? Why do you think this is?
Introduce the Archives of Ontario have identified two collections that include letters/diary
entries which can help you answer this question. These collections are:
The Canadian Car and Foundry Collection
The General Engineering Company (Canada) Fonds
3
A “Fond” is a group of records created by a single individual or a group.

Following this introduction, organize students into groups of four for a jigsaw activity.
Ask students to think about the topic of the day’s class and develop questions they,
as a group, have about women working in factories during World War II.

Following the introductory discussion each student in the group will visit one of four
research stations, using Student Worksheet: Working Women on the Homefront:
Expert Group Notes to take notes and answer the questions provided. Encourage
students to think about the questions provided as well as the questions that they
developed as a group.

Once back in their home groups, students can take turns sharing what they learnt in
their expert groups and use Student Worksheet: Working Women on the
Homefront: Home Group Notes to take notes about each topic.

In the following class, review the research question and ask students to look more
critically at the sources they looked at. Ask students to use Student Handout:
Working Women – Rethinking sources to think about the role of bias in the
sources they looked at and whether it is preventative for learning history.

Questions for discussion: Who created the documents they looked at? What they
were originally for? What message or theme did they want to convey and why? Was
the experiences that were presented a reality for all the women? Why or why not?
How would they know? Did the sources they looked at answer the questions they
developed about working women in World War II? Can students answer their original
research question with these sources?
Extension/Accommodation
Encourage students to develop and perform a skit or radio interview about another
aspect of working women’s experiences
Ask students to write an essay discussing their findings from the jigsaw
Make this lesson an introduction to a trip to the Archives of Ontario and encourage your
students to visit our website to research more about this topic.
Resources
Overhead 1: Exploration Through the Archives…………..………..…………....……….…6
Overhead 2: Research Question………………………….………………………..…………7
Student Worksheet: Working Women on the Homefront: Expert Group Notes ............... 8 Student Worksheet: Working Women on the Homefront: Home Group Notes ................ 9 Group 1: Women in the Workforce ................................................................................ 10 Group 1: Women in the Workforce ................................................................................ 11 Group 1: Women in the Workforce ................................................................................ 12 Group 2: Women in the Workforce ................................................................................ 13 4
Group 2: Women in the Workforce ................................................................................ 13 Group 2: Women in the Workforce ................................................................................ 15 Group 3: Women and Recreation.................................................................................. 17 Group 3: Women and Recreation.................................................................................. 17 Group 3: Women and Recreation.................................................................................. 19 Group 3: Women and Recreation.................................................................................. 20 Group 4: Miss War Worker Beauty Contest .................................................................. 21 Group 4: Miss War Worker Beauty Contest .................................................................. 21 Group 4: Miss War Worker Beauty Contest .................................................................. 23 Student Handout: Working Women – Rethinking sources............................................. 24 5
Overhead 1
Exploration through the Archives Over the course of a lifetime, most people accumulate a variety of records. Taken together, these records can provide a fascinating view into someone’s life and into the past. Like a detective investigating a case, a researcher using these records can get a sense of what a place looked like, what people were thinking, what life was like, and what happened and why. Some examples of records that a historian may look at are:  birth, death, and marriage records  letters or diaries  photographs, sketches, and paintings  court records  audio, video and film records An archive is a place where these records and historical documents are preserved. The Archives of Ontario collects and preserves records with relevance to the history of Ontario. Using primary sources from the Archives of Ontario’s collections, you too can be an investigator exploring the past and understanding the present. 6
Overhead 2
Working Women on the Homefront Research Question To begin using the records found at an archive, it is best to begin with a research question that can guide your search. For this lesson, your research question could be: What was the work experiences like for women working in factories during World War II? What image of working women did the company want to portray during World War? Why do you think this is? The Archives of Ontario have identified a “fond,” or record collection, to help you answer that question. Today you’ll be working with The Canadian Car and Foundry Collection and General Engineering Company (Canada) Fonds Directions 1. In your Home Group write a list of questions you have about women working in factories during World War II 2. Divide into Expert Groups where you’ll take notes on one topic 3. Go back to your Home Group and share what you learnt
7
Student Worksheet: Working Women on the Homefront
Expert Group Notes
Expert Group Topic: __________________________________________________
Source 1 citation:
What type of source was it?
What was it about?
Responses to ‘Questions to think about’:
Questions you still have:
Source 2 citation:
What type of source was it?
What was it about?
Responses to ‘Questions to think about’:
Questions you still have:
Source 3 citation:
What type of source was it?
What was it about?
Responses to ‘Questions to think about’:
Questions you still have:
8
Student Worksheet: Working Women on the Homefront
Home Group Notes
Back in your home group, take turns sharing what you learnt in your expert groups.
Take notes to build a record of the sources.
Group 1: Women in the Workforce 1
Notes:
Sources used:
Questions I still have:
Group 2: Women in the Workforce 2
Notes:
Sources used:
Questions I still have:
Group 3: Women and Recreation
Notes:
Sources used:
Questions I still have:
Group 4: Miss War Worker Beauty Contest
Notes:
Sources used:
Questions I still have:
9
Group 1: Women in the Workforce
Women soldering and assembling cables for airplanes,
Canadian Car and Foundry Co. 1945, Fort William (Ont.).
Canadian Car and Foundry Collection.
Reference Code: C 190-3-0-0-43
Archives of Ontario, I0002965
Questions to think about:

Who are in these photos? Is there anything surprising in the photos? If so, what?

What are the people in the photos doing?

How are the people in the photos dressed? Can you infer anything from their postures
and/or facial expressions?

What did the photographer want to capture in the photos? Is there a message he/she is
trying to convey?
General Engineering Company (Canada) Fonds
Canadian Car and Foundry Collection.
Reference Code: F 2082-1-2-2.1
Archives of Ontario, AO 2628
10
Group 1: Women in the Workforce
SCHOOL TEACHER PAYS
EMPLOYEES TRIBUTE
In an article which appeared in
the
Toronto
Evening
Telegram
recently, Miss Mary Galbraith,
vice-president of the Federation
of Women’s Teachers’ Associations
of Ontario, speaking on behalf of
the school teachers who worked
during
the
summer
months
at
Scarboro,
paid
the
regular
employees here a high tribute.
“We worked with the grandest lot
of women”, Miss Galbraith is
quoted as saying. “When we went
into the plant we didn’t know
much about our jobs, but everyone
was so kind to us that it made it
much easier.”
Continuing
she
said,
“You
sometimes hear criticism about
people who work in munitions
plants, but there should be none,
because these are the people who
are really patriotic.”
General Engineering Company (Canada) Fonds
Canadian Car and Foundry Collection.
Reference Code: F 2082-1-2-2.1
Archives of Ontario, AO 2628
Questions to think about:

What do you think the criticisms
were of people who worked at
munitions plants?

What kind of women were working
at the Scarboro Plant? Why were
they more patriotic than others?
11
In her interview, Miss Galbraith
stressed
the
fact
that
the
teachers
were
here
only
temporarily to help out while the
regular
employees
were
on
vacations. “It’s the day-to-day
employee who does the real work
year in and year out. There are
housewives, girls, women with
husbands and sons and widows
whose heart and soul are in their
work.
They
are
wonderfully
patriotic and I have the greatest
respect for them,” she said.
Group 1: Women in the Workforce
“Let’s Visit” Radio Broadcast Transcript Program Introduction (1:17)
Male Host
Let’s Visit!
We take on Let’s Visit microphone to one of the largest fuse filling plants
in the Dominion of Canada.
Female Host In Scarboro Plant of the General Engineering, at Toronto, Ontario.
Your name is?
Anne
Mrs. Anne Edmonds.
Female Host You are interested in doing a full-time war job Mrs. Edmonds?
Anne
Yes I am. With my husband overseas, I have felt for a long time that I
should be helping too. Now the children are older and I have a plan for
them to be well-looked after and I am ready to start.
Female Host Well I’m glad to hear that!
Canada has increased her ammunition filling program tremendously.
We replace the millions of shells that are being used in the invasion.
Plenty of ammunition means that saving of casualties, and the speeding
of victory. Here at Scarboro, we are filling the fuses and other small
parts of the shell.
For this work hundreds of women are needed. Their desk fingers are
especially skilful at those fine, light operations. You don’t need previous
experience.
Anne
Oh you don’t need to sell me on the job here; after all, my mother and
three sisters have worked here. They have told me how clean it is. They
say the work isn’t hard to do or learn, and I hear the meals are grand.
Anyhow, my family seems to feel they are doing something about this
war, so I’d like to join them here.
Let's Visit (1945)
General Engineering Company (Canada) Fonds
Radio Transcription Disk
Reference Code: F 2082-1-3-1
Archives of Ontario
Questions to think about:
12

Why was it so important for women to come and work at the Scarboro Plant?

Why did Anne want to work at the Scarboro Plant? Do you think her decision
reflected the majority of women who worked at the plant? Why?
Group 2: Women in the Workforce
Women wiring the main distribution panels for airplanes,
Canadian Car and Foundry Co. 1945, Fort William (Ont.)
Canadian Car and Foundry Collection
Reference Code: C 190-3-0-0-42
Archives of Ontario, I0002964
Questions to think about:

Who are in these photos? Is there
anything surprising in the photos? If
so, what?

What are the people in the photos
doing?

How are the people in the photos
dressed? Can you infer anything
from their postures and/or facial
expressions?

What did the photographer want to
capture in the photos? Is there a
message he/she is trying to convey?
13
Filling Assembly, Primer 15
General Engineering Company (Canada) Fonds
Reference Code F 2082-1-2-2.3
Archives of Ontario
Group 2: Women in the Workforce
GECO Fusilier: A Powder Magazine
Vol. 1 No. 2: April 11, 1942
General Engineering Company (Canada) Fonds
Reference Code: F 2082-1-1-22, Box 3
Archives of Ontario
Questions to think about:

14
What does the cartoon say about the role of women in the workforce? What
message, and to whom, was the cartoon trying to convey?
Group 2: Women in the Workforce
WE’RE ALL IN THE GOOD
FIGHT TOGETHER
“Come then—let us to our
task—to the battle and and
toil”
exhorted
Winston
Churchill, and throughout the
length and breadth of the
land the women of Canada have
answered the trumpet call to
national service with a zeal
that is providing historians
with the material for some of
the brightest pages in the
future annals of this second
world war.
GECO Fusilier: A Powder Magazine
Vol. 1 No. 2: April 11, 1942
General Engineering Company (Canada) Fonds
Reference Code: F 2082-1-1-22, Box 3
Archives of Ontario
From offices, from stores,
from factories, schools, and
homes,
from
universities,
have come the recruits for a
swiftly expanding army of
overalled women who by their
amazing aptitude in mastering
unfamiliar tasks have become
a vital factor in our wartime
industrial front, and have
brought us in sight at least
of the total production for
total war towards which we
are progressing.
But it is not only at the
lathes, drill presses, boring and assembling machines, electrical
wiring for aircraft, and the kind of work we do at “Scarboro”—to name
but a few of the war occupations—where women are doing their bit.
Women are playing an increasingly important part of the scientific and
chemical research, on the farms, in the replacement of men in
essential peacetime industries—in fact, there are few aspects of the
whole pattern of Canada at war where women are not playing a notable
role.
How extensive is this participation is glimpsed by the fact that
one out of every 38 women registered under the National registration
of two years ago is now directly engaged in wartime industry. This is
a high percentage when it is borne in mind that 22 out of every 38
women registered at that time were listed as “homemakers” a large
majority of whom, up to the present at least, have not been classed as
available for industrial employment.
15
Women Will Fill the Gaps
More and more as the armed services require further withdrawals of
men, as war industry simultaneously increases both in scope and tempo,
further demands will be made on women to fill the gaps, for it is here
only that adequate reserves remain.
Not even the sketchiest chronicle of what women are doing in this
war would be complete without reference to their truly magnificent
contribution in respect of the voluntary services. Among the numerous
patriotic and charitable organizations [officered] and maintained by
women from coast to coast, may millions of dollars have been raised
and distributed for the relief of war victims in Britain and the
occupied countries of our allies. Incredible amounts of clothing,
food, medical supplies and comforts of all kinds have been sent to war
torn Europe and Asia.
Mobile canteens and ambulances are further items in the imposing
list of aid provided by Canadian women to the less fortunately
situated Motherland.
Hostess houses furnishing recreational centres for the men of the
armed services have been established across Canada. Canteens operated
entirely by voluntary female help dispense food to men of the army,
navy, and air force. Books, magazines, cigarettes, not to mention
socks, mufflers, mitts, and dirty bags, are now routine matters. Food,
clothing, and cigarettes are also supplied through the International
Red Cross to British prisoners of war in Germany and other parts of
the world.
All in all, the women of this country in whatever walk of life they
may be, whether in uniform, overalls, or aprons, are entitled to hold
their heads high, for they are doing a grand job in full knowledge of
the fact—THAT THE WAR CANNOT BE WON WITHOUT THEM.
Questions to think about:
16

Where did the women come from who are in the workforce?

What does the article say about the role women played in the workforce across
Canada?

What other areas did women work in?

Why could the war not be won without the help of women?
Group 3: Women and Recreation
Bowling
General Engineering Company (Canada) Fonds
Reference Code F 2082-1-2-3.1
Archives of Ontario
Questions to think about:

Who are in these photos? Is
there anything surprising in
the photos? If so, what?

What are the people in the
photos doing?

How are the people in the
photos dressed? Can you
infer anything from their
postures and/or facial
expressions?

17
What did the photographer
want to capture in the
photos? Is there a message
he/she is trying to convey?
Baseball
General Engineering Company (Canada) Fonds
Reference Code: F 2082-1-2-3.2
Archives of Ontario
Group 3: Women and Recreation
GECO Fusilier: A Powder Magazine
Vol. 3 No. 2: May 8, 1944
General Engineering Company (Canada) Fonds
Reference Code: F 2082-1-1-22, Box 3
Archives of Ontario
Questions to think about:
18

Who were these photos aimed at?

Do these photos seem a bit contradictory, considering the work women did at the
plant? Why?
Group 3: Women and Recreation
“Let’s Visit” Radio Broadcast Transcript The Recreation Program (1:30)
Woman Host
Much of the health and happiness of our workers is due to our
recreation programs. Recreation for women is under the direct of Ms.
Helen [?], who will show us about the centre.
Man Host
How do you do Ms. [?]? Well, there’s certainly lots of space to play
here. Tell me, just what games do you play?
Helen
Well, those big cans of [?] are provided for golf driving practice for
those employees who plan on getting their exercise and sunshine on
the golf course. And these shuffle board courts are used a great deal
in spare moments, as more and more people are realizing the real
thrill in this game.
Woman Host
Well can employees use this anytime during the day?
Helen
The centre is supervised from nine in the morning to ten at night, by
two recreation supervisors, whose job it is to see that employees
participate and learn. Our two badminton courts here are very
popular. Players provide their own racquets, but birds are provided
for them. The nets can be changed for volleyball, which is played by
six enthusiastic shop teams.
Man Host
But do you find that these facilities are really used, and is it really
necessary to have all these tennis tables, and driving courts, and
shuffle board games we see here?
Helen
There certainly is. We are gradually building up more and more
participation. And all over recreation survey last week indicated that
1,400 took advantage of recreational facilities, sponsored by both
inside and outside the centre.
Let's Visit (1945)
General Engineering Company (Canada) Fonds
Radio Transcription Disk
Reference Code: F 2082-1-3-1
Archives of Ontario
Questions to think about:

19
Why was there a recreation program offered to employees at Scarboro? Why do
you think it was so important?
Group 3: Women and Recreation
“Let’s Visit” Radio Broadcast Transcript The Health and Beauty Program (0:33)
Man Host
Well you have dramatic clubs and glee clubs as well.
Woman Host
Yes. But hell, did I hear you say beauty?
Helen
You certainly did. Our health and beauty program is popular among
old and young. It provides relaxing exercises to music, and a good
thing for a tired war worker.
Man Host
Well I tell you Helen those pinup girls are a good example of some of
your beauty out here.
Helen
Yes, they’re selected as pinup representatives for the various shops.
The pinup contest was planned and carried out by the Fusilier, our
plant magazine, which is published every two weeks.
Let's Visit (1945)
General Engineering Company (Canada) Fonds
Radio Transcription Disk
Reference Code: F 2082-1-3-1
Archives of Ontario
Questions to think about:
20

What was the purpose of the health and beauty program?

Why do you think Helen said “pinup representatives” instead of “pinup girls” as
the man host said?
Group 4: Miss War Worker Beauty Contest
GECO beauty contestants
General Engineering Company (Canada) Fonds
Reference Code: F 2082-1-2-1
Archives of Ontario, I0028230
Questions to think about:

Who are in these photos?
Is there anything surprising
in the photos? If so, what?

What are the people in the
photos doing?

How are the people in the
photos dressed? Can you
infer anything from their
postures and/or facial
expressions?

21
What did the photographer
want to capture in the
photos? Is there a
message he/she is trying to
convey?
GECO beauty contest winners
General Engineering Company (Canada) Fonds.
Reference Code: F 2082-1-2-1
Archives of Ontario, I0028229
Group 4: Miss War Worker Beauty Contest
ATTENTION ALL YE MAIDENS
FAIR FAME AND FORTUNE YE
MAY SHARE
GECO Fusilier: A Powder Magazine Vol. 1 No. 7: June 20, 1942
General Engineering Company (Canada) Fonds
Reference Code: F 2082-1-1-22, Box 3
Archives of Ontario
From the way things
are shaping up it looks
as if “Scarboro” will
have an entrant in the
beauty
contest,
restricted
to
women
actively engaged in war
plants, which is being
sponsored by the Toronto
Police A.A. Judging is to
take place at the Toronto
Police
Diamond
Jubilee
Day to be held at the
Exhibition
grounds
on
July 18th.
… Entrants must be 16
years of age or over, and must be clad in their factory costume.
Office workers are barred.
As the suggestion of the management the matter of choosing a
“Miss Scarboro” to represent GECO was considered and approved by
the M.W.A. Executive and this organization will sponsor the
undertaking and assume responsibility for the selection. The
management has promised its full cooperation . . .
It is understood that most if not all of the other war plants in
the Toronto area will be represented, and it was felt by both
management and the M.W.A. Executive that “Scarboro” has no reason
to take backwater from anybody in the manner of feminine
pulchritude. So, as was said at the start, it looks as if we’ll be
“in” there with a contestant that will take some beating.
Questions to think about:
22

Why do you think GECO had a beauty contest?

What does “ . . . has no reason to take backwater from anybody in the matter of
feminine pulchritude” mean?
Group 4: Miss War Worker Beauty Contest
CONTEST PRODUCES BEVY OF BEAUTIES
By the time this appears in print,
the eight exponents of “super” feminine
pulchritude to uphold the honour and
glory of “Scarboro” in the “Miss War
Worker”
contest,
will
have
been
selected. . . . Entrants must be 16
years of age or over, and must be clad
in
their
factory
costume.
Office
workers are barred.
It’s too bad the Fusilier had to go
to press before the judges had made
their decision, otherwise it would have
been a pleasure to acclaim the local
winners personally.
However,
we
can
extend
the
congratulations
of
the
whole
GECO
personnel of “Scarboro” to the chosen
octette and offer to them our very best
wishes for their success on the 18th at
Exhibition Park when “Miss War Worker”
will be selected.
GECO Fusilier: A Powder Magazine
Vol. 1 No. 7: June 20, 1942
General Engineering Company (Canada) Fonds
Reference Code: F 2082-1-1-22, Box 3
Archives of Ontario
At the same time we must not
overlook the others who entered the
local preliminaries and who were not so
fortunate as to be picked out to
represent
“Scarboro”.
Their
good
sportsmanship in entering in the first
place made it a contest, and in the
second place it contributed not a
little to the interest and fun of the
whole affair.
It’s unfortunate that our official
entry by mutual agreement with the other plants, was restricted to
eight because we think everyone will agree that any of our girls
who went before the judges on Thursday night could have
represented “Scarboro” with credit to the plant and to themselves.
Questions to think about:
23

Why did the article use “feminine pulchritude” to describe the beauty contest?

Do you get the impression that the contest was a success? Why?
Student Handout: Working Women – Rethinking sources
1. Who created the sources you looked at?
2. Who or what do you think the documents were for?
3. What message did they want to send about women working at the factories
during the war?
4. What kind of things do you think are missing from the point of view represented
in the sources?
5. What did you learn from the sources you read or looked at?
6. Can you answer the research question – What was the work experiences like
for women working in factories during World War II? – from only these
sources?
7. What other sources would you want or need?
8. On a scale from 1 to 5, do you feel that these are valuable sources to learn from?
1
Why or Why not?
24
2
3
4
5